2012中学英语教学法第一次导学课PPT
《英语教学理论》第一次导学课PPT
2、本课程的学习内容
第1章 导言（学习重点） 第2章 外语教学法简史（学习重点） 第3
第4 章
外语教学的理论基础
（学习重点！） 第5-14 章（本学期暂不考） ： 5.英语学习、 学习 者和学习策略；6. 英语语音教学；7. 英语 语法教学；8.英语词汇教学；9.英语听力 教学；10. 英语口语教学；11.英语阅读教 学；12.英语写作教学；13；文化教学； 15 14.外语教学评价
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（1）教材及主要参考书
教材：《英语教学法教程：理论与实践》
（何广铿. 2011. 广州：暨南大学出版社。原价：38.00元 ）
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主要参考书： 本书的内容不 考试，只作为 毕业论文的撰 写、教学实践 和教学研究的 参考书之一。 本书将对你大 有裨益。
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• Teaching cannot be defined apart from learning. 教离不开学。 • Teaching is guiding and facilitating learning, enabling the learner to learn, setting the conditions for learning.
2. 登陆课程论坛发贴及参加满意度调查占10%。成绩计 算如下（百分制）：
– 登录课程论坛发帖（必须是有效帖），每次10分，每月总 计20分（每学期4个月）。 – 参加满意度调查，提交问卷20分。 17
本课程的评估方法
• 关于期末考试、作业和平时成绩所占的 比例，以及平时成绩的计算方法，以网 络学院最新的规定为准。 • 请同学们注意网络学院相关的通知。
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Chapter One
Introduction 第一章 导言
七年级上英语人教新目标版(2012秋)Unit 1 导学案
Unit 1 My name’s Gina. Section A(1a-2d)课时1班级：姓名：学号：【学习目标】一、Key words: name; nice; meet; your; his; and;二、Main sentences: My name’s Gina. What’s your name?I’m Jenny. Nice to meet you.三、Teaching important points: How to greet people?【预习内容】一、根据汉语提示填单词完成句。
1.The ruler is red (和)yellow.2.What’s (你的)name?3.She is (不是)Alan.4.Nice to (遇见)you.5.My (名字)is Alan.二、根据汉语完成句子,每空一词。
1.—你叫什么名字？--我叫吉姆。
-- your name？-- Jim。
2.见到你很高兴。
to you.3.她的名字叫吉娜。
Gina。
4.这是我的妈妈。
This mother.5.我在七（二）班。
in Class Two, Grade Seven.三、通过预习，你的疑问是【学习过程】1.通过跟学生对话，引出本节课的主要单词和句型。
2.看图上的小对话，学习并练习对话1a：- What’s your/her/his name?-My/Her/His name’s…--I’m ….. / He’s…. /She’s…. 。
3.听力练习：1a-2b。
4.合作探究：1）What’s your name?的另外一种问法是，它的答语都有2）Nice to meet you.的答语是，除此之外的问候语还有它的同义句有3）总结be动词口诀：5.2c: Practice the conversations in pairs. Then make your own conversations.【课堂作业】一、用am, is, are将下列句子填补完整。
2012版英语七年级说课课件
Section A
1.Its position and function.
Section B
2.The language goals and grammartical items.
Target Language Language Functions
Target Languages
Key words Target Language Grammar
Teaching Procedures ( Progress )
Step 5 Progress
A: OK. _____________ soup would you like? B: Tomato soup. A: OK. One tomato soup then. ______ you like ______ drinks? B: One large green tea and two small orange juices. A: OK._______ your address, please? B: 15 North Street. A: And what’s your ____________ ? B: 398-2845. A: 398-2845? B: Yup. A: Thank you. That’ll be 65 yuan.
中学英语教学法 第二次导学课4
---------------------------------------------------------------最新资料推荐------------------------------------------------------ 中学英语教学法第二次导学课4 中学英语教学法第二次导学课主讲：陈道明（华南师范大学外文学院）chendm@1/ 55学习建议1. 要利用网络课件学习； 2. 要在线听“导学课”（共四次），或通过学习中心下导学课的录像(也可以在我给你们开的公共邮箱gdchendm@下载) ，重看录像； 3. 在BBS（交流园地）的“资源区”上下载“导学课”的 PPT ，复习PPT上的内容； 4. 学习《英语教学法教程》的相关章节； 5. 在BBS上下载“自测题”，解压，做题。
理解题目的意思；6. 经常访问BBS，提出问题，参与讨论； 7. 按时完成网上作业。
---------------------------------------------------------------最新资料推荐------------------------------------------------------ 第二次导学课内容? Task-based Language Teaching ? Teaching Pronunciation ? Teaching Grammar ? Teaching Vocabulary3/ 55Task-based Language Teaching (TBLT)---------------------------------------------------------------最新资料推荐------------------------------------------------------ Approach and MethodApproachMethod 1 Method 2 Method X5/ 55Communicative ApproachCLTTBLT/TBL---------------------------------------------------------------最新资料推荐------------------------------------------------------ What is a “task”?According to M. H. Long (1985:89): A task is “ a piece of work for oneself or forothers, freely or for some reward.” e.g. painting a fence; dressing a child; filling outa form; buying a pair of shoes; making an airline reservation; borrowing a library book; taking a driving test; typing a letter; weighing a patient; sorting letters; taking a hotel reservation; writing a cheque; finding a street destination; helping someone across a road; etc.7/ 55Pedagogical tasks def ined by David Nunan (1989: 8) :… a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is principally focused on meaning rather than form.---------------------------------------------------------------最新资料推荐------------------------------------------------------ Will, J. (1996: 23)? Tasks are activities where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome.9/ 55Clark, Scarino and Brownell (1994:40):Four main components of a task? A purpose: a reason for undertaking the task.? A context: can be real simulated or imaginary (location, participants, time, etc.)? A process: to use learning strategies (problem solving, reasoning, inquiring, conceptualising, communicating, etc.)? A product: some form of outcome, visible (a written plan, a play, a letter, etc.) or invisible (enjoying a story, learning about another country, etc.)---------------------------------------------------------------最新资料推荐------------------------------------------------------ Exercises, exercise-tasks, and tasks? Tasks: focusing on the complete act of communication.? Exercises: focusing on individual aspects of language, such as vocabulary, grammar or individual skills.? Exercise-tasks: halfway between tasks and exercises.11/ 55A taskA dangerous momentStudent AHave you ever been in a situation where you felt you life was in danger? Describe the situation to your partner. Tell him/her what happened. Give an account of how you felt when you were in danger and afterwards.Student BListen to your partner’s narration about a dangerous moment in his/her life. Draw a picture to show what happened to your partner. Show him/her your picture when you have finished it.---------------------------------------------------------------最新资料推荐------------------------------------------------------ An exerciseGoing shoppingLook at Mary’s shopping list. Then look at the list of items in Abdullah’s store.Mary’s shopping list1. oranges 2. eggs 3. flour 4. powdered milk5. biscuits6. jamAbdullah’s store1. bread 2. salt 3. apples 4. Coca Cola5. tins of fish 6. four 7. chocolate 8. sugar9. curry powder 10. biscuits 11. powdered milk 12. dried beansWork with a partner. One person be Mary and the other be Abdullah. Make conversations like this:Mary: Good morning. Do you have any flour?Abdullah: Yes, I do.OrMary: Good morning. Do you have any jam?Abdullah: No, I’m sorry. I don’t have any.13/ 55PPP and TBLT---------------------------------------------------------------最新资料推荐------------------------------------------------------ Jane Willis’ (1996) TBL frameworkTask cycleLanguage focus15/ 55---------------------------------------------------------------最新资料推荐------------------------------------------------------ Task cycleTaskPlanningReportSs do the task, in pairs or smallgroups.T monitors from a distance.Ss prepare to report to the whole class (orally or in writing) how they did thetask, what they decided or discovered.Some groups present their reports to the class, or exchange written reports, and compare results.Ss may now hear a recording of others doing a similar task and compare how they all did it.17/ 55Language focusAnalysisSs examine and discussspecific features of thetext or transcript of the recording.AnalysissT conducts practice of new words, phrasesand patterns occurring in thedata, either during or afterthe analysis.---------------------------------------------------------------最新资料推荐------------------------------------------------------ Task cycleTask Planning ReportSs hear task recording or read textLanguage focusAnalysis & practice: Review & repeat task.PPP Presentation of single ‘new’ itemPractice of new item: drills exercises, dialogue practiceProduction Activity, role play or task to encourage ‘free’ use of L.19/ 55Teaching Pronunciation (Unit 6)? Components of pronunciation ? The goal of teaching pronunciation ? Practising pronunciation---------------------------------------------------------------最新资料推荐------------------------------------------------------ Components of pronunciation1. Simple sounds 2. Stress 3. Intonation 4. Rhythm21/ 55What should we teach whenteaching pronunciation?? We should pay attention to the distinction between pronunciation and phonetics.? The teaching of pronunciation should focus on the students’ability to identify and produce English sounds themselves. Students should NOT be led to focus on reading and writing phonetic transcripts of words, especially young students.? Introduction to phonetic rules should be avoided at the beginning stage.? Stress and intonation should be taught from the very beginning.---------------------------------------------------------------最新资料推荐------------------------------------------------------ The goal of teaching pronunciationThe realistic goals: 1. Consistency: Be smooth and natural.(连贯性)（fluency） 2. Intelligibility: Be understandable.(可辨认性，可理解性) 3. Communicative efficiency: Convey themeaning that is intended.（交际的有效性）23/ 55Practising pronunciation? Mechanical practice and Meaningful practice? Perception practice and Production practice---------------------------------------------------------------最新资料推荐------------------------------------------------------ Mechanical practice? Pronunciation is difficult to teach without drills on sounds.? However, drilling an individual sound for more than a few minutes a time may be boring and demotivating.? Sometimes we can make mechanical practice, i.e. drilling, more interesting and motivating, e.g. by playing games.25/ 55Meaningful practice? It is important to combine drilling pronunciation exercises with more meaningful exercises. e.g.1. A polliwog looks for his mom.2. A card game: What can you see?---------------------------------------------------------------最新资料推荐------------------------------------------------------ Perception practiceAim: to develop the ability to identify and distinguish between different soundsWays of perception practice: ? Using minimal pairs: will, well; till, tell; fill, fell ? Which order? 1. bear 2. tear 3. ear ? Same or different? met, meet; well, well; well, will ? Odd man out: bit, bit, bit, pit ? Completion: ate, ate, ate, ate, ate, …27/ 55Production practiceAim: to develop the ability to produce soundsWays of production practice:? Listen and repeat.? Fill in the blanks by saying words containing certain sounds. (p.55)? Make up sentences. e.g. last, fast, calm, dark…? Use meaningful context, e.g. role play the dialogue? Use pictures. (p.56) This is old Jack. He has a black cat…? Use tong ue twisters. (p.56) She sells seashells on the seashore. Five wives drank five bottles of fine wine.---------------------------------------------------------------最新资料推荐------------------------------------------------------ Some essentials of teaching pronunciation? Create a pleasant, relaxed, and dynamic classroom.? Use gestures. ? Build-up Students’ confidence. ? Bring variety to the classroom, e.g. Br. &Am. ? Use demo rather than explanation. ? Use visual aids.29/ 55Teaching Grammar (Unit 7)? Grammar presentation methods? Grammar practice---------------------------------------------------------------最新资料推荐------------------------------------------------------ Grammar presentation methods? The deductive method ? The inductive method31/ 55The deductive method? The deductive method relies on reasoning, analysing and comparing.The deductive method is criticized because:? Grammar is taught in an isolated way; ? Little attention is paid to meaning; ? The practice is often mechanical.---------------------------------------------------------------最新资料推荐------------------------------------------------------ Merits of the deductive method? It could be very successful with selected and motivated students.? It could save time when students are confronted with a grammar rule which is complex but which has to be learned.? It may help to increase student’confidence in those examinations which are written with accuracy as the main criterion of success.33/ 55The inductive method? In the inductive method, the teacher induces the learners to realise grammar rules without any form of explicit explanation.? It is believed that the rules will become evident if the students are given enough appropriate examples.? It is believed that the inductive method is more effective in that(=because) students discover the grammar rules themselves while engaged in language use.---------------------------------------------------------------最新资料推荐------------------------------------------------------ Distinction between Deduction and Induction ingrammar teaching? Deductive teaching ? Inductive teachinge.g.e.g.e.g.Rulee.g.e.g.Rulee.g.e.g. e.g.35/ 55Usually no clear-cut distinction? In practice, the distinction between the deductive method and the inductive method is not always apparent.---------------------------------------------------------------最新资料推荐------------------------------------------------------ Grammar practiceAccording to Ur, 6 factors contribute to successful practice.37/ 55According to Ur, 6 factorscontribute to successful practice? Pre-learning.（预习） Learners benefit from clear perception and short-term memory of the new language.? Volume and repetition. （反复复习）The more exposure to or production of language the learners have, the more likely they are to learn.? Success-orientation. （成功感）Practice is most effective when based on successful practice.? Heterogeneity. （水平要求的多样性）Practice should be able to elicit different sentences and generate different levels of answers from different learners.? Teacher assistance. （教师的辅助）The teacher should provide suggestions, hints and prompts.? Interest : （趣味性）an essential feature that is closely related to concentration---------------------------------------------------------------最新资料推荐------------------------------------------------------ Grammar practice? Mechanical practice ? Meaningful practice39/ 55Mechanical practiceMechanical practice involves activities that are aimed at form accuracy.e.g. ? Substitution, and ? Transformation drills---------------------------------------------------------------最新资料推荐------------------------------------------------------ Meaningful practice? In meaningful practice the focus is on the production, comprehension or exchange of meaning, though the students “keep an eye on” the way newly learned structures are used in the process.? e.g.:41/ 55Pair work: Look at the table below. Rank the itemson the left column according to the criteria listed on the top.Cheap Healthy Tasty Fattening ImportantBeer Water FruitCigarettesAlcohol Milk---------------------------------------------------------------最新资料推荐------------------------------------------------------ There is no clear-cut distinction between mechanical practice and meaningful practice.e.g. Chain of events? If I went for a sail, there might be a storm.? If there were a storm, my yacht would sink.? If my yacht sank, I would die. ? If I died, my parents would cry. ?…43/ 55Some forms of meaningful practice? Using prompts for practice–Picture, mime or gestures, information sheets, key phrase or key words, chained phrases for story telling? Using created situations: for simulative communication (role-play). e.g.–Your are a stranger in this town. … – There was a robbery yesterday in theneighbourhood. …---------------------------------------------------------------最新资料推荐------------------------------------------------------ Some suggestions about teaching grammar1. Teach only those rules that are simple and typical.2. Teach useful and important grammar points. 3. Teach grammar in context. 4. Use visible instruments such as charts,tables, diagrams, maps, drawings, and realia (pl. of realis) to aid understanding; 5. Avoid difficult grammatical terminologies as much as possible. 6. Allow enough opportunities for practice. 7. Live with the students’ mistakes and errors.45/ 55Teaching Vocabulary (Unit 8)? Presenting new words ? Consolidating vocabulary ? Developing vocabulary buildingstrategies---------------------------------------------------------------最新资料推荐------------------------------------------------------ Presenting new wordsSome suggestions: ? Provide creative examples. ? Elicit meaning from the students before tellingthem. ? Use related words such as synonyms, antonymsetc. to show the meaning. ? Think about how to check students’understanding. ? Relate the new word(s) to real life context(s). ? Predict possible misunderstanding or confusion.47/ 55Some more suggested ways? Use pictures, diagrams and maps to show the meaning;? Use realia (plural of realis); ? Use pantomimes or actions; ? Use lexical sets;e.g. cook, fry, boil, bake, grill, roast ? Translate and exemplify, esp. with technicalor abstract words; ? Use word formation rules and common affixes.e.g. deduction, induction---------------------------------------------------------------最新资料推荐------------------------------------------------------ How do we teach the new words, e.g., 20 new words, in a unit of atextbook?? Do we teach all the 20 word at a time in an isolated way, i.e., without context? or:? Do we use context and allow the new words to occur in a natural way?49/ 55A possible way? Before reading the text: T: We are going to read a story about NelsonMandela, the first black president of South Africa. Which of the following words do you think may be used in the story? prison, rights, violence, lawyer, youth, league, position, matter, fact, president; vote, accept; continue black, equal, poor, young, wrong, worried Make a guess.。
英语1导学12春PPT课件
Grammar knowledge
Basic vocabulary
The student should learn and master the most common English words and phrases, including those related to daily life, school, and work.
Translation training
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Practical Application of English
Conversational topics
Discussing common topics such as the weather, daily activities, and hobbies.
contents
目 录
01
Course Introduction
Develop students' English listening, speaking, reading and writing skills.
Improve students' communication and collaboration abilities.
Idioms and set phrases
The student should learn and understand common English idioms and set phrases, as well as their meanings and usage scenarios.
Vocabulary knowledge
Listening and understanding
Understanding and reacting to basic statements and requests made by others.
Unit 1 导学案
提建议的方法
(1)What about sth ?=How about sth? ….怎么样？
(2)Why don’t you sth?为什么不呢？
(3)Let’s让我们一起做某事吧。
(4)Shall we/I do sth?我们做…好吗？
(5)You’d better (not)do sth最好做/不做某事
by的意思是“通过……的方式”时，后接；
当表示“乘坐”时，后跟；
它还可以表示，用于被动语态，引导出动作的发出者。
跟踪练习
1) He goes to schoolbike.A. by B. on C. in D. at
2)-- How do you study English so well? Bylots of books.
刘营初中九年级英语教学案
执笔
张雯
审核
初三英语组
课型
听说课
课时
1
授课人
授课时间
姓名
学案编号
No . 1
【课题】
Unit1 How can we become good learners?
SectionA1a-1c
教师复备栏或
学生笔记栏
【学习目标】
（1）熟练掌握下列词汇：aloud pronunciation flashcard vocabulary
③不要这么大声，婴儿在睡觉。
Don’tso. The baby is sleeping.
(3)practice doing sth.练习做某事
eg. We practice ____ English every day.（我们每天练习说英语。）
五、练评（包含“考点链接”应用探究6分钟）一 Nhomakorabea单项选择。
英语开学第一课课件
英语开学第一课课件英语开学第一课课件1课题：Unit1 My new teachers一、教学重点本课时的教学重点是Let’s learn部分的单词：old，short thin，tall，strong, young, funny, kind等。
要求学生能听懂句型，并结合这些句子表达的情境，学会恰当地替换句中的单词。
逐步学会听、说、读、写单词：old，short，thin，tall，strong。
二、教学难点本课时的教学难点是如何利用所供应的对话和情景，以旧引新，让学生进入学习状态。
Let’s start部分在学生用书当中首次出现，老师应正确理解此部分的辅垫作用，可依据实际教学须要进行运用，并帮助学生熟识教材内容的改变。
三、课前打算1.老师打算教学过程中所须要的图片、声音、课件，以及本课时的八张单词卡。
2.打算一些老师的照片或图片。
3.老师打算录音机及录音带。
四、教学过程1.Warm-up(热身)(l) 老师播放Let’s start下面歌谣的录音，让学生听歌谣猜单元话题，激发学生对新学期第一单元英语学习的爱好。
还可以运用四年级上册第三单元学过的句型：“I have a new friend. He’s tall. He’s strong, too.”并结合相关人物的图片，引导学生复习 strong， tall， short，thin等词，为本课时听、说、读、写这些单词做好打算。
(2)日常口语练习，内容可参考如下：T：Hello, everyone! Welcome back to school! Nice to see you!Ss: Nice to meet you!(3) 问学生几个问题，引出本课重点内容。
详细会话可参考如下：T：Hi，everyone!Nice to see you again.What grade are you in now?Ss：We’re in Grade 5.T：Do you like your new English books(new classroom, new teacher)?Ss：Yes!T： What are we going to talk about in Unit 1?Guess!What’s the topic of Unit 1?2. Presentation(新课呈现)(l)老师出示Let’s start部分图片，介绍说： Rabbit has many newteachers in her school. Do you have new teachers? 引导学生依据情景图的提示描述新老师。
中学英语教学法导学课PPT
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The role of vocabulary in reading
• ―The lack of vocabulary may be the greatest single impediment of fluent reading.‖ (Brabe, 1988:63) • A moderate L1 reader can recognize about 50,000 words. • Efficient reading begins with a lighteninglike automatic recognition of words. • The ratio of unknown words suggested is less than 3% in a reading text to enable smooth, meaningful, and enjoyable reading.
3
第四个月学习任务
“中学英语教学法”期末考试以前的学习任务： 学习主题：1）Teaching Writing, Integrated Skills；2）准备 教案；3）复习，准备考试。 要做的事情： 1. 登录“网梯”听第四次导学课（6月3日，星期天，上午 8:10-10:10），或补听导学课。（“网梯”地址： http://218.19.140.213/mcs2/） 2. 学习王蔷主编的《英语教学法教程》（第二版）第12-13 单元。 3. 准备好期末考试的教案（教学内容和教案要求将挂在网上 工作室的“复习资料”栏里）。 注意：禁止将你的教案带入考场抄录，也禁止你的教案与他 人雷同。 4. 复习本学期的学习内容，准备期末考试。（关于考试时间， 请关注网络学院的相关安排。）
本页内容在工作室的“课件浏览” 6 中的 Unit Ten 有讲解。
七年级英语下册Unit1导学案第二课时
七年级英语下册Unit 1导学案（新课）课题 Unit1 Where’s your pen pal from?（第二课时）教师寄语 Never accept failure, no matter how often it visits you. Keep on going. Never give up. Never！即使再多的失败也决不能认输，坚持不懈，永不放弃。
学习目标 1. Learn the languages.2.Talk about nationality, cities people live and languages.学习重点 1.Word： language2.Sentences：What language do/does…speak?They speak…./He/She speaks….学习难点 Ss use the sentences they learned to communicate with their partners about their pen pals.一自主预习，提出问题。
自主预习P2—P3,找出国家及其语言的名称，并记住。
找出你的疑难问题。
二．预习检测。
1 写出以下名称。
英语，汉语，日语，法语加拿大，法国，日本，美国，澳大利亚，新加坡，英国，中国2回答以下问题(1) Where are you from? What language do you speak?(2) Where is Jack from?=Where ___Jack ____ _____?(America)What language does he speak?三过程学习Step 1新课呈现，合作探究Warming-up and revisionGame: “Where is Sydney? It’s in ….” One by o ne in groups. See which group does best.Pairs ask and answer the picture using “Where is …from? He/She is from…” “Where does he/she live? He/She lives in ….”Step 2 PresentationT: They are from different countries. And they speak different languages.Do you know what languages they speak?Talk about the children on the map. See how many languages the Ss know and teach the new words like “Japanese, French”.Step 3 Task One1.Match the countries and the languages. “What languages do they speak in…? Th ey speak…..in China/Australia/…”2.Work on 3a.Step 4 Pair work1. Talk about some famous people about their names, nationalities, cities, languages, hobbies, etc. First T practices with Ss, then S1 does it with Ss, finally practice it in pairs. Some pairs make a drill in front of the class.2. Ss talk about themselves with their partner. Use “Where are you from? Where do you live? What language do you speak? What do you like?” etc.Step 5 Task Two-Choosing a pen pal1. Show the picture of my pen pal . Ask Ss to ask me some questions about my pen pal. See who can ask more questions.2. T: What kind of pen pals do you want? Why?Group work. Get students choose their favorite pen pals from other countries according to the pictures given by teacher.Ss ask each other in their group.3. Report: Some Ss say their favorite pen pals in front of the class.e.g. My pen pal is… He/She is from… He/She is.. years old. He/She lives in …He/She speaks….. He/She likes….四学练结合Ⅰ. 词汇。
人教版(七年级下册)英语导学案：Unit 1 (第1课时)Section A(1a-2c)(精修版)
人教版英语精品资料（精修版）Unit 1 Can you play the guitar?第一课时Section A（1a-2c）【教师寄语】Many hands make light work.【Free talk】Talk about what subjects you learn and your favorite subjects at school.【Learning tasks】1.熟练读出，书写本节课的表示爱好的单词。
2．熟练的谈论表示能力的话题，以及自己的意愿。
【Importance and difficulties】学会谈论自己或别人的能力。
【学习过程】一、超前预习Ⅰ. 你能用英语读出下列单词和短语吗？并试着写下来1. 跳舞________2. 游泳_______3. 唱歌_________4. 画画_________5. 加入，参加6.下象棋_________7. 弹吉他_________8. 说英语__ __ _____9. 英语俱乐部___________10. 象棋俱乐部____________11. 游泳俱乐部_____________12. 讲故事俱乐部II. 你能通过预习完成下面的句子吗？1.—你会游泳吗？______ you _______?—不，我不能。
No, .2. 我想参加艺术俱乐部。
I _____ to join the __ ___ ___ __.Ⅲ. 找出你的疑惑：情态动词can的用法____________________________________________________________________________________________________________________________二、课中学习I. 预习检测II. 解决疑惑自主互助学习知识剖析：1. Can you play the guitar? 妳会弹吉它吗？1）情态动词can小结：后面总是接动词原形，没有人称和数的变化，意思是”能,会”。
2012年人教版本七年级英语上册unit1导学案[1]
![2012年人教版本七年级英语上册unit1导学案[1]](https://img.taocdn.com/s3/m/361e5841af1ffc4ffe47ac54.png)
Unit1 My name’s Gina. S ection A 1a—1c (1 课时)【学习目标】1）能正确听辨运用What's your name ?来询问他人的姓名和运用My name is…/ I'm …来介绍自己的语句。
并会使用形容词性物主代词。
2）能运用Hello, hi 等打招呼，并能掌握和运用一些打招呼语言，遇到适当的场景能准确应用。
3）学会见面后的客套用语Nice to meet you.4）学会几个英语名字Gina Mary Alan Jenny Jim .【重点、难点】1.正确运用What's your name ?来询问他人的姓名和My name is…/ I’m …来介绍自己的语句。
2.大量的英语人名。
3.形容词性物主代词my/your。
【导学指导】温故知新1.大声唱字母歌，复习26 个字母。
2.小组合作复习预备单元的人名、打招呼、物体、颜色等单词及相关句型。
3.学习新的人名、打招呼及自我介绍词语及句型。
自主互助学习一、试一试，看音标学单词（Page87）。
读写生词并熟记,看谁记得快。
1.我的2.名字3.是4.女士5.我6.是7.好的，令人愉快的8.遇见相逢9.你，你们10.什么11.你的，你们的12.喂13.嗨's = 15.I'm= 16.what's=二、通过预习SectionA1a-1c 之后，请快速翻译下列句子。
你叫什么名字？我的名字叫Jenny。
我是Gina。
见到你很高兴。
喂，Mary!我是Jim。
三、看1a 中的图片，写出图中物品的英语单词。
你能写出几个？尽可能的多写几个。
1.2.看图上的三个小对话，了解大意学习对话What's your name ? My name is . 使用学过的英语名字，练习对话。
3.（1）听力练习1b . （2）结对活动1c .4.学习形容词性物主代词。
物主代词（1）表示所有关系的代词叫物主代词。
中学英语教学法导学课PPT..共123页文档
1、战鼓一响，法律无声。——英国 2、任何法律的根本；不，不成文法本 身就是 讲道理 ……法 律，也 ----即 明示道 理。— —爱·科 克
3、法律是最保险的头盔。——爱·科 克 4、一个国家如果纲纪不正，其国风一 定颓败 。—— 塞内加 5、法律不能使人人平等，但是在法律 面前人 人是平 等的。 ——波 洛克
61、奢侈是舒适的，否则就不是奢侈 。——CocoCha nel 62、少而好学，如日出之阳；壮而好学 ，如日 中之光 ；志而 好学， 如炳烛 之光。 ——刘 向 63、三军可夺帅也，匹夫不可夺志也。 ——孔 丘 64、人生就是学校。在那里，与其说好 的教师 是幸福 ，不如 说好的 教师是 不幸。 ——海 贝尔 65、接受挑战，就可以享受胜利的喜悦 。——杰纳勒 尔·乔治·S·巴顿
谢பைடு நூலகம்！
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Top
The structural view
Syntactic system (phrases & sentences) …
Morphological/Lexical system (morphemes & words)
Phonological system (Phonemes )
本页内容在网络课件中 的Unit One有讲解。 9
The interactional view
The interactional view sees language as a communicative tool (to build up and maintain relations between people).
Bottom
本页内容在网络课件中 5 的Unit Oniew
(The functional-notional view)
The functional view sees language as a linguistic system and as a means for doing things.
本页内容在网络课件中 的Unit One有讲解。 22
Cognitive theory
Chomsky: Language is not a form of behaviour. It is an intricate (complicated) rule-based system. (Language is rule-governed.) There are a finite number of grammatical rules in the system and with knowledge of these rules an infinite number of sentences can be produced. (Language is generative. ) 本页内容在网络课件中的
e.g. • habit formation, • induction, • making inference, • hypothesis testing, • generalization
本页内容在网络课件中 的Unit One有讲解。 15
Condition-oriented theories
Basical beliefs: Learning is a process in which the learner constructs meaning based on his/her own experiences and what he/she already knows. Education is used to develop the mind, not just to rote 死记硬背recall what is learned.
本页内容在网络课件中 的Unit One有讲解。 8
Notions
e.g. • present time, past time, and future time; • certainty and possibility; • agent and instrument; • relationship between people and objects
23 Unit One有详细的讲解。
The impact of Chomsky‟s theory on language teaching
One influential idea is that students should be allowed to create their own sentences based on their understanding of certain rules. This idea is clearly in opposition to the Audio-Lingual Method.
本页内容在网络课件中 的Unit One有讲解。 10
Two things are needed for communication:
• Rules of language form – grammar and vocabulary • Rules of language use in a context – Is it appropriate to use this language item in this context?
13
Process-oriented theories， and Condition-oriented theories
本页内容在网络课件中 的Unit One有讲解。 14
Process-oriented theories
Process-oriented theories concern how the mind processes new information.
Condition-oriented theories concern the nature of the human and physical context in which language learning takes place.
e.g. • number of students, • what kind of input learners receive, • learning atmosphere
(Harmer. 1983:30)
本页内容在网络课件中 的Unit One有讲解。 20
Behaviourist theory
Reinforcement (behavior likely to occur again and become a habit) No Reinforcement (behavior not likely to occur again )
本页内容在网络课件中 的Unit One有讲解。 21
Stimulus → Organism
→ Response Behavior
Behaviourist theory
• Skinner: Language is also a form of behaviour. • Language teaching in USA: The AudioLingual Method (the “listen-and-repeat” drilling activities). • In ALM, mistakes were immediately corrected.
The system of language = the system of sounds + the system of words + the system of grammar
本页内容在网络课件中 的Unit One有讲解。 2
The structural view
System of Language
本页内容在网络课件中 的Unit One有讲解。 11
Views on the nature of language have an impact on the teaching/learning method of a person.
本页内容在网络课件中 的Unit One有讲解。 12
Views on language learning
本页内容在网络课件中 的Unit One有讲解。 19
Behaviourist theory
• “You can train an animal to do anything (within reason) if you follow a certain procedure which has three major stages, stimulus刺激, response反应, and reinforcement补充增强.”
26
John Dewey‟s beliefs
• Teaching should be built based on what learners already knew and engage learners in learning activities. • Teachers need to design environments and interact with learners to foster培养 inventive, creative, critical learners. • Therefore, teachers must balance an understanding of the habits, characteristics as well as personalities of individual learners with an understanding of the means of arousing learner‟s interests and curiosity for learning. 27 (Archambault, 1964)
本页内容在网络课件中 的Unit One有讲解。 24
王蔷（主编）. 《英语教学法教程》. 高等教育出版社. 2006 （第二版）. 新增的（网络课件中没有的）内容：
Constructivist theory and Socio-constructivist theory
25
Constructivist theory
Three different views of language
• The structural view, • The functional view, • The interactional view
本页内容在网络课件中 的Unit One有讲解。 1
The structural view
The structural view sees language as a linguistic system.